Department of Pharmacy, Tufts Medical Center, Boston, MA.
Am J Health Syst Pharm. 2019 Jun 18;76(13):944-951. doi: 10.1093/ajhp/zxz083.
In this article, the pharmacy preceptor is introduced to the core components of the clinical reasoning process. Teaching strategies based on script theory and experiential educational theory are described to aid the pharmacy preceptor in facilitating the development of clinical reasoning in novice practitioners.
The development of clinical reasoning skills is essential for all healthcare providers. Clinical reasoning involves the integration of analytic and nonanalytic reasoning while minimizing the occurrence of cognitive error or bias. Such skills are needed to make diagnoses, formulate treatment plans, and solve clinical problems relating to all facets of healthcare. Teaching strategies by which to facilitate the development of clinical reasoning in physicians, nurses, and other healthcare providers have been described. To date, the topic of clinical reasoning has not been adequately addressed in the pharmacy education or practice literature.
Clinical reasoning is fundamental to clinical pharmacy practice. Instruction and modeling of this process by preceptors facilitate the development of advanced practitioners.
本文向药学带教老师介绍临床推理过程的核心组成部分。基于脚本理论和体验式教育理论的教学策略被描述出来，以帮助药学带教老师促进新手从业者临床推理能力的发展。
临床推理技能的发展对于所有医疗保健提供者来说都是至关重要的。临床推理涉及到分析和非分析推理的整合，同时最大限度地减少认知错误或偏见的发生。这些技能对于做出诊断、制定治疗计划以及解决与医疗保健各个方面相关的临床问题都是必需的。已经描述了促进医生、护士和其他医疗保健提供者临床推理能力发展的教学策略。迄今为止，临床推理这一主题在药学教育或实践文献中尚未得到充分讨论。
临床推理是临床药学实践的基础。带教老师对这一过程的指导和示范有助于培养高级从业者。
